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Obstacles to the Development of Media Education in the United States
Abstract
This article examines the political, economic, historic, and cultural explanations for why the United States lags behind other major English-speaking countries in the formal delivery of media education. The research relies on formal documents and newsletters, interviews with leading media education researchers and teachers from numerous nations, and site visits to five countries. Among the many factors explored are the sheer physical size of the U.S., its highly heterogeneous population, resistance to the federal government's making central educational or broadcasting policy, the fact that the U.S. exports far more media products than it imports, and a long-standing reluctance to take the popular arts seriously.
... Teachers have also been asked to identify barriers, obstacles, and other factors that impede the implementation of media literacy education (Kubey, 1998). More recent survey research has shown that public K-12 teachers identified a variety of obstacles to promoting and implementing media literacy. ...
... These learning activities are appropriate for use across subject areas including English language arts/literacy, social studies, the sciences, visual arts & design and the performing arts, library media, mathematics, engineering and technology, comprehensive health, and world languages. We also measured the perception of obstacles and limitations to implementation by building on the work of previous scholars (Hattani, 2019;Kubey, 1998). ...
Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.
... Американские социологи подсчитали, что в среднем американец, проживший до 75 лет, располагает примерно 50 годами активной, лишенной сна деятельности. И ровно девять лет из них он тратит только на то, чтобы… смотреть телевизор [4, 67]. Только в середине 90-х годов ХХ века американские потребители истратили 56 миллиардов долларов на разного рода медиапродукцию. ...
... В Австралии медиаобразование имеет аналогичный статус с 1990 года (также с 1 по 12 классы средней школы). Медиаобразование интегрировано в уроки родного языка в современных школах Великобритании, где, к примеру, 25000 16-летних старшеклассников и 8000 студентов университетов выбрали курс медиа для сдачи итоговых экзаменов [4, 58]. Кстати, интенсивному развитию медиаобразования во многих странах способствовала экспансия американских средств массовой коммуникации: многие европейские медиапедагоги пытались и пытаются развивать так называемое «критическое мышление» учащихся, чтобы помочь им противостоять воздействию заокеанской массовой культуры. ...
Современный мир трудно представить без медиа-средств массовой коммуникации (традиционно сюда принято включать печать, прессу, телевидение, кинематограф, радио, звукозапись и систему Интернет). Особую значимость в жизни человечества медиа приобрели за последние 40-50 лет. Медиа сегодня-одна из важнейших сфер в жизни людей всей планеты. Американские социологи подсчитали, что в среднем американец, проживший до 75 лет, располагает примерно 50 годами активной, лишенной сна деятельности. И ровно девять лет из них он тратит только на то, чтобы… смотреть телевизор [4, 67]. Только в середине 90-х годов ХХ века американские потребители истратили 56 миллиардов долларов на разного рода медиапродукцию. Из них-$5,4 миллиарда на билеты в кино, $23 миллиарда на кабельное телевидение, $12 миллиардов на музыкальные диски, $15,3-на видеокассеты. На рубеже XXI века у 99% семей американских детей и подростков до 18 лет был хотя бы один телевизор, у 97%-хотя бы по одному видеомагнитофону и радиоприемнику. 74% семей пользовались кабельным или спутниковым ТВ, 69%-персональными компьютерами (из них 45% подключены к Интернету). В среднем американский школьник тратит более шести часов в день на общение с медиа (42% этого времени уходит на просмотр телепередач и фильмов и лишь 12%-на чтение печатных текстов) [3, 9495]. В остальных странах эти цифры, быть может, не столь впечатляющи, однако в начале ХХI века без медиа немыслимо социокультурное развитие любой нации практически во всех областях, включая, разумеется, образование. Начиная с 60-х годов ХХ века в ведущих странах мира (Великобритания, Канада, Австралия, Франция, США и др.) в педагогической науке сформировалось специфическое направление «медиаобразование», призванное помочь школьникам и студентам лучше адаптироваться в мире медиакультуры, освоить язык средств массовой информации, уметь анализировать медиатексты и т.д. Так, в канадской провинции Онтарио с 1987 года медиаобразование стало обязательным компонентом обучения в 5000 средних школах с 7 по 12 классы. Несколько позже медиаобразование было внедрено в школьное обучение всех провинций Канады. В Австралии медиаобразование имеет аналогичный статус с 1990 года (также с 1 по 12 классы средней школы). Медиаобразование интегрировано в уроки родного языка в современных школах Великобритании, где, к примеру, 25000 16-летних старшеклассников и 8000 студентов университетов выбрали курс медиа для сдачи итоговых экзаменов [4, 58]. Кстати, интенсивному развитию медиаобразования во многих странах способствовала экспансия американских средств массовой коммуникации: многие европейские медиапедагоги пытались и пытаются развивать так называемое «критическое мышление» учащихся, чтобы помочь им противостоять воздействию заокеанской массовой культуры. Еще в 1989 году Совет Европы, руководствуясь документами ЮНЕСКО, принял «Резолюцию по медиаобразованию и новым технологиям», где говорится: «Медиаобразование должно готовить людей к жизни в демократическом гражданском обществе. Людям нужно дать понимание структуры, механизмов и содержания медиа. В частности, людям нужно развивать способности независимого критического суждения о содержании медиа. (…) Признавая решающую роль медиа как телевизионного, радио, кинематографического и т.д. опыта детей, медиаобразование должно начинаться как можно раньше и продолжаться все школьные годы в качестве обязательного для изучения предмета» [2]. В резолюциях и рекомендациях ЮНЕСКО неоднократно подчеркивалась важность и поддержка медиаобразования (конференции ЮНЕСКО в Грюнвальде
... Похожую трактовку медиаобразованию дает и другой американский педагог и исследователь -Р.Кьюби. Он видит его цель в том, чтобы «дать учащимся понимание того, как и почему медиа отражает общество и людей» (7,27), но в еще большей степени, чтобы «развивать аналитические способности и критическое мышление по отношению к медиа» (7,27), плюс изучение языка средств массовой коммуникации. ...
... Похожую трактовку медиаобразованию дает и другой американский педагог и исследователь -Р.Кьюби. Он видит его цель в том, чтобы «дать учащимся понимание того, как и почему медиа отражает общество и людей» (7,27), но в еще большей степени, чтобы «развивать аналитические способности и критическое мышление по отношению к медиа» (7,27), плюс изучение языка средств массовой коммуникации. ...
Термин «медиа» происходит от латинского “media” (средства) и в современном мире повсеместно употребляется как аналог термина СМК – средства массовой коммуникации (печать, фотография, радио, кинематограф, телевидение, видео, мультимедийные компьютерные системы, включая Интернет). При этом в формулировках «медиа», принятых в разных странах, как правило, нет разночтений. Они отличаются только стилистически.
Вместе с тем, как и в педагогической науке в целом, так и в медиаобразовании не существует единой, принятой во всех странах мира терминологии. Как правило, не только национальные научные школы, но и отдельные ученые разных стран предлагают свои варианты формулировок таких ключевых понятий, как «медиаобразование», «медиакультура», «медиаграмотность» и т.д. К примеру, в документах ЮНЕСКО медиаобразование (media education) понимается как «обучение теории и практическим умениям для овладения современными средствами массовой коммуникации, рассматриваемыми как часть специфической и автономной области в педагогической теории и практике; его следует отличать от использования СМК как вспомогательных средств в преподавании других областей знаний, таких, как, например, математика, физика или география»
... Bütün bu sıralanan durumların medya okuryazarlığı eğitimlerinde bireylere sunulması gerekli görülmektedir (Aufderheide, 1997). Zira Kubey (1998), medya okuryazarlığı kavramının medya eğitimi kavramıyla aynı olduğunu belirtilmektedir. Kubey (1998), medya okuryazarlığı eğitimi dikkate alınarak yapılacak çalışmalarda, öğretim programlarında ve bu alanın hedefleri arasında bilgi okuryazarlığının da bulunmasının gerekli olduğunu belirtmektedir. ...
... Zira Kubey (1998), medya okuryazarlığı kavramının medya eğitimi kavramıyla aynı olduğunu belirtilmektedir. Kubey (1998), medya okuryazarlığı eğitimi dikkate alınarak yapılacak çalışmalarda, öğretim programlarında ve bu alanın hedefleri arasında bilgi okuryazarlığının da bulunmasının gerekli olduğunu belirtmektedir. Çünkü medya mesajlarına ulaşmak için dahi olsa, bilgiye ulaşmak internete dokunmak kadar yakındır. ...
Media literacy, which is defined as accessing, analyzing, evaluating and producing media messages in a variety of contexts, has gained importance as media covers every part of our daily life. Individuals are expected to be media literate as well as other kinds of literacy. In this context, the aim of this study is to explore opinions of Science and Art Center students in Elazığ toward media literacy. This is a qualitative study and case study design which is one of the qualitative research methods was adopted. Study group of this research includes 11 gifted and talented students (six female- five male) enrolled at Elazığ Science and Art Center. Data of the study were collected with an interview form including eight semi-structured questions. Totally 11 high school students were interviewed during study process. Descriptive analysis was utilized to analyze the data. Study results revealed that the students had information about media literacy. They mostly used internet, television and cell phones. The students indicated that they watched serials on television. Google is the most used search engine and they frequently use social forums. They complained about false news and harmful web-sites and indicated that they preferred reliable sites. They used social media to communicate with their friends. They demanded to be informed and to gain auto control to save themselves from the harmful sides of media.
... (b) Medya okuryazarlığı programı nasıl olmalıdır (Bazalgette, 1989;Hart, 1997;Quin ve McMahon, 1997) ve (c) Öğretilmesi gereken medya okuryazarlığının temel unsurları veya ilkeleri nelerdir sorularıdır? Buckingham (1998) ve Kubey (1998), bir müfredat oluşturulurken, öğrencileri iş bulmalarına yardımcı olabilecek belirli görevler için yetiştirmek ile karmaşık teknoloji yaşamına hazırlanmak için öğrencileri beceri temelli bir eğitim anlayışı ile eğitmek gibi çoğu zaman rekabet halinde olan hedefler arasında bir gerilimin bulunduğunu dile getiriyorlar. Medya okuryazarlığı programının hangi amacı ön plana çıkaracağı oldukça önemli bir soru olarak karşımızda durmaktadır. ...
... When scholars are fuzzy about what media literacy is and how educational experiences can be designed to increase it, then it becomes impossible to design measures with adequate validity (Bergsma & Carney, 2008;Kubey, 1998;Livingstone & Thumim, 2003;Martens, 2010;Scharrer, 2009;Schilder, et al. 2016). For example, Livingstone and Thumim (2003) observe that there is little consensus over the appropriate way to measure media literacy. ...
... Thus, R. Kubey in the 1990s in the United States notes that television consumes a lot of free time, as well as other media -newspapers and magazines, radio, computers, internet and others. Therefore, it is important that children know how to communicate with the media and use them for learning and development (Kubey, 1998). ...
In the article theoretical and practical aspects of the formation and development of media culture of preschool and primary school children are highlighted. The authors consider the technologies in the broadest sense (radio, television, satellites, mobile phones, landlines, network equipment and software, etc.), through which the child receives the most diverse information. Positive and negative factors of influence of the media environment on its social formation are singled out. Emphasis is placed on the phenomena of cyberbullying that take place in the information environment, and pedagogical cooperation of teachers, parents and the community to combat virtual child violence. The relevance of the formation of the child’s media culture is emphasized and the connection of this definition with such concepts as: media literacy, media competence, media security, media awareness, media immunity, media socialization, media environment and others is determined. A conceptual model of the media’s influence on the child’s social competence and pedagogical recommendations for the practical solution of the outlined problem are presented. The results of an empirical study to study the level of media culture of preschool children by cognitive, emotional and behavioral criteria are presented.
... Medyayı anlamak Merkez'in tek amacıydı ve bu nedenle Amerika Birleşik Devletleri'nde bu özel amacı olan ilk organizasyondu (Moody, 1960). 1930'ların başlarından 1960'ların başlarına kadar süren "ilk ve en uzun evre"yi (Kubey, 1998: 6) Len Masterman (1997, "aşılama" olarak adlandırmıştır. Antropolog Edmund Carpenter'in ABD medya okuryazarlığında çığır açacak "Yeni kitle iletişim araçları -film, radyo, TV -yeni diller, dilbilgileri henüz bilinmiyor." ...
ÖZ
Bu çalışmada, dünya ve Türkiye'de medyanın, sağlık okuryazarlığına etkisinin anlaşılması ve açıklanması amaçlanmaktadır. Ülke bazında toplanan verilerle Amerika Birleşik Devletleri (ABD), Avrupa Birliği (AB) ülkeleri özelinde, özellikle Fransa ve Romanya'nın sağlık okuryazarlığının geleneksel ve dijital boyutları ana hatlarıyla incelenmiştir. Türkiye ve Rusya'yı da araştırmaya dâhil edilerek, uluslararası düzeyde yer alan ve medya okuryazarlığı ekseninde gelişen sağlık bilincinin modelleri tartışılmıştır. Çalışmada kullanılan kaynak tarama yöntemlerinin yardımıyla İngilizce, Fransızca, Rusça, Romence ve Türkçe olmak üzere 5 dilde İnternet kaynaklı veri tabanları ve ilgili literatür incelenmiştir. Çalışmada elde edilen sonuçlar; Amerika Birleşik Devletleri ve Avrupa ülkelerinde yapılan incelemeler sağlık okuryazarlık krizine işaret ederken, Türkiye'de sağlık okuryazarlığı düzeyinin sınırlı ve yetersiz olduğu göstermektedir. Rusya'da halkın sağlık okuryazarlığı seviyesini tespit edebilen araştırmalar henüz yapılmamıştır. Sağlık okuryazarlığı araştırmasında endişe verici bu sonuçlar uluslararası bilim camiası tarafından küresel bir sorun olarak kabul edilmekte ve toplumun sağlık bilincinin arttırılmasında medya sağlık okuryazarlığının belirleyici rolüne işaret edilmektedir.
ABSTRACT
This study aims to understand and explain the media's effect on health literacy in Turkey and in the world. With the data collected on a country-by-country basis, the traditional and digital dimensions of health literacy of the United States of America, the European Union (EU), in particular France and Romania, have been outlined. By including Turkey and Russia to the research, growing health awareness in the field of media literacy axis at international level modals are discussed. With the help of literature review in 5 languages, i.e. English, French, Russian, Romanian and Turkish, internet based databases and related literature were examined. According to the results obtained in the study; While studies performed in the United States and European countries point to health literacy crisis and show limited and insufficient health literacy level in Turkey. There are no studies that can determine the level of public health literacy in Russia. These worrisome results in the health literacy survey are recognized by the international scientific community as a global problem, and the media's role to increase health awareness is pointed as the determining role in health literacy.
... Some scholars believe that media education should focus on the analysis of media and focus on issues of power and ideology. Representatives of another direction prefer focusing on the ability to use the latest technologies and aim at mastering the skills necessary for the effective use of media technologies (R. Kubey, 1998). ...
... The media literacy community is well familiar with the state of the field in the Anglo-Saxon region, the US, Canada, and the UK, as these countries have a long history of leading the discourse internationally. Even so, Kubey (1998) explained the lagging of US media education in the 90s by its geographical landscape. The physical size of the States and the country's highly heterogeneous population has caused resistance to accepting a federal curriculum. ...
... Muncul dua pandangan apakah media literasi ini akan menjadi tanggung jawab media atau masyarakat selaku konsumen media (Buckingham, 1998;Kubey, 1998). Pandangan pertama beranggapan bahwa literasi media adalah tanggung jawab konsumen. ...
This article discusses the urgency of media literacy in addressing the framing of cynicism and conflict issues between tribes, religions, races and groups carried out by the mass media in Indonesia. Specifically, this study attempts to contribute the role of media literacy in minimizing cynicism between tribes, religions, races and groups. Through text studies, this article argues that literacy is considered as science. The more educated people, the more acquired knowledge will be. It means that when people receive more information from the mass media, they will certainly be wiser. Further, to raise public awareness, a systematic way through education, both formal and non-formal, is needed. Hence, harmonious human relations could be realized, regardless of ethnic status, race, and religious belief.
... Media literacy scholars have called the universities to disseminate teacher training in media literacy (Damico, 2004;DeAbreu, 2008;Gainer, 2010;Hobbs et al., 2011;Inan & Temur, 2012;Keller-Raber, 1995;Kellner & Share, 2005;Kubey, 1998;Schmidt, 2012;Silverblatt, 2001). "A big challenge for media literacy in the U.S. is thus to enter into teacher training programs and departments of education" (Kellner & Share, 2005, p. 15). ...
... Film and television works often contain a clear theme, rich connotation, twists and turns of plots, reflect a certain social phenomenon, and carry forward certain values. Therefore, film and television works are comprehensive works (Kubey, 1998;Strasburger & Donnerstein, 2004). ...
College students are at the crossroads of life, and the cultivation of correct values has a great influence on their life. Film and television works have attracted the attention of college students, and their relaxing and interesting characteristics are also conducive to college students to get the education in leisure. Film and television education is to achieve educational goals through film and television works. This study summarizes the basic concepts of film and television education, film and television works and values, and summarizes the status quo of college students’ values and the influence of mainland film and television works on college students’ values through questionnaires. It is found that film and television works indeed play an important role in the cultivation of college students’ values. Therefore, this study puts forward some suggestions such as setting up film and television appreciation course, enriching contents of film and television education, and breaking up the whole into parts so that film and television education can be carried out more efficiently and easily. This study can provide ideas for the ideological education of college students.
... A review of studies in Taiwan and abroad on media literacy education and of discussions on media literacy theories and teaching methods reveals that program designs usually entail disrupting the traditional lecture format and incorporating the experiences of teachers and students (Bazalgette, 1997;Brown, 1991Brown, , 1998Buckingham, 1990;Consdiine & Haley, 1999;Livingstone, 2004;Kubey, 1998;Masterman, 1980Masterman, , 1985Masterman, , 1997. Moreover, some literature and discussion on critical literacy (Young, 1980;Meyers, 1986;Stice, 1987;Kitchener, 1986) support participation in public service media as an alternative forum to the mainstream media as this provides an opportunity for the oppressed to challenge their oppressors and speak on their own terms. ...
... Muncul dua pandangan apakah media literasi ini akan menjadi tanggung jawab media atau masyarakat selaku konsumen media (Buckingham, 1998;Kubey, 1998). Pandangan pertama beranggapan bahwa literasi media adalah tanggung jawab konsumen. ...
This article discusses the urgency of media literacy in addressing the framing of cynicism and conflict issues between tribes, religions, races and groups carried out by the mass media in Indonesia. Specifically, this study attempts to contribute the role of media literacy in minimizing cynicism between tribes, religions, races and groups. Through text studies, this article argues that literacy is considered as science. The more educated people, the more acquired knowledge will be. It means that when people receive more information from the mass media, they will certainly be wiser. Further, to raise public awareness, a systematic way through education, both formal and non-formal, is needed. Hence, harmonious human relations could be realized, regardless of ethnic status, race, and religious belief.
... Despite considerable disagreement among scholars regarding how to conceptualize and perform media literacy (Kubey, 1998 ), most scholars agree on a common set of key concepts. The Center for Media Literacy (2007) has endorsed the following fi ve core concepts as central to media literacy: (1) all media messages are social constructions (i.e., constructed by somebody and never able to refl ect reality entirely); ...
This chapter advances research on media literacy by reviewing studies that utilize media literacy in either short-term or long-term interventions. Media literacy interventions on a wide array of topics including violence, smoking, alcohol, and advertising are reviewed. Effectiveness of media literacy is discussed using various criteria: duration of intervention, intervention design, target group, intervention modality, causal process, and different strategies for media literacy interventions. Key questions addressed in this chapter ask how media literacy efficacy is defined, and what issues surround media literacy efficacy.
... Moreover, by associating with the arts, artists and students have the ability to engage in and meet head-on political and social issues, such as gender, race, ethnicity, sexuality, oppression, social justice, and the environment. Therefore, Garoian and Gaudelius' approaches to curriculum and pedagogy are extremely pertinent within other subject disciplines, such as drama and theatre education (Garcia, 2004) and media arts education (Kubey, 1998). The critiquing of visual culture imagery through art making, film making, critical and creative writing, and plays and performances makes it possible for teachers and students to explore "the images and ideas of visual culture so that the dialectic tension between them yield multiple critiques, interpretations, understanding, and applications" (p. ...
The collection of essays within Spectacle Pedagogy: Art, Politics, and Visual Culture, written following the 9/11 attacks and war in Iraq, make a case for the broadening of art and visual culture education to include critiques and art making related to the mass-mediated spectacle of visual culture. The art making strategies of collage, montage, assemblage, and installation and performance art are promoted as significant curricular and pedagogical approaches through which students and teachers can question and critique the complexity of political and visual cultural codes and ideologies inherent within visual culture, and so involve themselves meaningfully as critical and cultural citizens within a democracy.
... Zira kullanılan araçlar değiştikçe verilen eğitim de süreklilik kazanacaktır. Bu noktada Avustralya, Kanada ve İngiltere gibi medya okuryazarlığı konusunda lider konumdaki ülkelerdeki çalışmalar aydınlatıcı niteliktedir (Kubey, 1998). Öte yandan Avrupa Birliği'nin özellikle son beş senedir 'medya eğitimi' konusunda yürüttüğü çalışmalar, üyeliğe aday konumundaki Türkiye için ayrı bir önem taşımaktadır. ...
This study is about the European Union’s Media Literacy Policy and its main concern is to observe the leading tendencies in the media literacy studies and regulations. Therefore the recent literature is examined in order to find out the development and the goals of the European Union’s media literacy policy. Some the findings are: Media literacy is becoming a priority for policy-makers recently.The move from a communication to a recommendation is a sign that progress is being made. However looking at the regulations and studies it is seen that the goals of the media literacy is not clear. The European Commission considers media literacy an essential factor of democratic participation, active citizenship and social cohesion. So the goals are rather grandiose and the Euopean Union has to limit the requirements of media literacy. Otherwise media literacy will never achieve its ends.
... (Beyerstein 2014) To begin, it is vital to distinguish between areas of study that are widely conflated, including media education and media literacy, journalism education, and news literacy, the latter being the focus of this study. In describing early media and media literacy education in the United States, Kubey (1998) identifies roots in both cultural studies and inoculation approaches. Media education, he found, was most often a means of educating against media, as if to stem an infection or cure a disease. ...
Journalism Education is the journal of the Association for Journalism Education a body representing educators in HE in the UK and Ireland. The aim of the journal is to promote and develop analysis and understanding of journalism education and of journalism, particularly when that is related to journalism education.
... In analyzing media content, an awareness and understanding of the social, political, and economic factors that contribute to the formation of media messages should not be left out of MLE curricula. Particularly in the United States, negotiating the roles of audiences, consumers, and citizens is important given the highly commercialized business model that constructs the media landscape (Kubey, 1998). MLE, therefore, should take the opportunity to introduce young audiences to their roles as citizens in order to prepare them to engage in future public discussions and debates regarding media content and media policies (Vande Berg et al., 2004). ...
Qualitatively analyzing 35 responses from a letter-writing homework in a media literacy education program, this study examines sixth graders’ understandings of producers’ responsibility in creating media content. Responses suggest their understandings about producers’ responsibility are bounded within the context of their media use as consumers, rather than as citizens. Findings focus on the importance of introducing contextual factors of media production as well as the challenges that researchers and educators might face.
... Equally important is ML, which allows students to acquire and share information in different media forms (e.g., videos, music, podcasts). It is believed that ML is becoming increasingly powerful in our everyday lives (Bazalgette, Bevort & Savino, 1992;Kubey, 1997;Trend, 1994;Tyner, 1998) and this explains why media education has now become a global movement (Brown, 1998;Hart, 1998;Lee, 1997;Kubey, 1998;Kubey & Baker, 1999;Chu, 2010). The definitions of these components of digital literacies, specific to primary students in Hong Kong, along with examples are summarized in Table 5. ...
The article is devoted to the analysis of approaches inunderstanding media literacy in foreign scientific discourse. According tothe scientific achievements of American, European and some Ukrainian researchers, the concept of media literacy has been systematized, the main task of which is to form a set of skills in the process of analysis, interpretation, selection, processing and presentation of media information in various forms. It was found that today media literacy as a leading component of media education, which is proposed for active implementation and use in the educational system, involves mastering a number of competencies –critical understanding, critical perception, revision of information channels, distinguishing between authentic and fake information, exposing hidden ideologies of media content, methods of presentation information, various influences, manipulations and pressures. It has been traced achange in scientific approaches inunderstanding media literacy. In the article it has been proven thatthe mass introduction of technical means of communication into the life of a modern person, the need to develop a culture of competent behavior with the media continuum and the need for effective processing of visual, verbal, and textual information coming to the receiver of information from television, advertising, cinema, and digital media has emerged. It has been found that the implementation of scientific approaches in the understanding of media literacy takes place effectively according to the linguistic-cognitive principle of interpreting various types of media messages. The identifications of specific language codes in working with the media continuum ensures high-quality assimilation of information and contributes to the analysis of the extralinguistic context of media texts.
This research study presents an analysis of a pedagogical strategy for teaching university students how to apply critical media literacy skills to develop their ability to detect fake news. The goal of the study was to explore the potential advantages of using comics as medium to engage students, clarify complex content, and accelerate cognition. The empirical part of the paper provides a comprehensive account of this pedagogical strategy, outlining the design and implementation of the workshop, incorporating insights from critical media literacy literature, current examples of fake news, and graphic narrative approaches. In particular, the project engaged the students through the presentation of information about fake news with comicstyle graphic narratives and assessed their learning through their interaction and completion of creative dialogue within these narratives. The students showed a high level of engagement and helped peers navigate examples of fake news. They also demonstrated insights into the structural and economic factors that encourage fake news, including within the commercial news media. This study brings new insights and information on several issues related to media literacy practice in the academic context and emphasizes the relationship between communication and pedagogical studies. Adding comics to the critical media literacy toolkit shows promise in expanding techniques in the battle against fake news.
Today, all of us humans live in a ‘media-driven society’; a place in which almost all aspects of our individual, social and cultural life have been affected by media and communication technologies. The omnipresence of media in all areas of our individual and social life caused “media literacy education” to be “the new education paradigm in the 21st century”. But one of the important discussions in media literacy education is its development in the educational system. This article has concentrated on analysis of the most important obstacles before the development of media literacy education in Iranian schools. The method of conducting this research is qualitative and it explores the existing obstacles via the grounded theory. Also, in order to answer research questions, library study and in-depth interview have been applied and by studying various interviews and conducting twenty interviews with the policy-makers and writers of the book Media Thought and Literacy, executives and teachers of this course, and media experts, the necessary data were gathered. In this research, MAXQDA (version 11) was used to codify the data. The data were framed based on axial coding paradigmatic model. The findings show that major obstacles against media literacy education are due to “the absence of trustee to teach media literacy”, “unsystematic policy- and decision-making in the education system”, “lack of precise definition of the goal of media literacy education” and “lack of correct understanding of media literacy”.
As people spend more time with the growing variety of media and become more engrossed in their media exposures, concern about media literacy has increased. This concern has attracted a wide variety of people who have created a huge literature of ideas. Some of those ideas address conceptual issues, such as what literacy about media should mean and in what ways literacy is important. And some of those ideas are suggestions about what individuals, groups, institutions, and society should do to reduce the risk of problems the media may be stimulating, while helping the public to take greater advantage of the opportunities the media offer.
Media literacy is an essential discipline for all students in the 21st century, where digital technologies reign. While the concept of media literacy has shifted and changed over nearly a century, the most current iteration, blurred with digital literacy, focuses on the capacity to access, analyze, evaluate, create, and think critically about the messages in media and the forces behind its construction. It also requires the skills to examine and appraise the individual user's own motivations and intentions, and understand the ways that online behaviors can have positive and negative impacts on other people and the world at large. These latter skills comprise the concept of digital citizenship, which, in recent years, has risen to the forefront of many scholars’ focus, prompted by the rise of social media, misinformation, and socio-political movements in online spaces. This chapter explores the intersection of media literacy and digital citizenship by providing an overview of definitions and theory behind various approaches to media literacy and digital citizenship education, the current climate in the United States and globally, the efficacy of media literacy and digital citizenship interventions covering a range of specific topics (advertising, violence, body image, sourcing), and areas where more support is needed. Directions for future research and initiatives are discussed.
In this introductory chapter, the author seeks to establish an easy-to-follow narrative of media literacy implementation in higher education, which would potentially encourage personal experiences and student needs to be considered when individual faculty members seek to enhance existing curricula and courses. This introduction also provides a brief outline of each chapter within the volume and the various ways in which contributing authors illustrate their own incorporation of media literacy principles into existing curriculum at their respective colleges and universities. The author also details her personal journey and experiences with media literacy as a student, professional journalist, and an academician ultimately detailing the pathway to enhancing the curriculum in her current department while highlighting some of her own experiences teaching media literacy in higher education. This chapter also provides key takeaways and tips for adding media literacy to existing courses and department curricula.
This study explores the need as well as the feasibility of implementing a media literacy cognate at Historically Black Colleges and Universities nationwide. Of the approximately 40 colleges and universities with media studies or communications departments or schools, only three offer a named media literacy course. Similarly, of the communications and media programs with ACEJMC accreditation, only one, Howard University offers a media literacy course. Using diffusion of information theory to explore the knowledge of and eventual adoption of media literacy courses at HBCUs, the study seeks to provide an introduction to schools about their need to teach media literacy to students across the college and university curriculum.
This article, part of a larger project, argues that critical media literacy is needed in teacher education. For critical media literacy to be sustainable, it needs a more structured starting point. The argument of this piece is that the starting point should be in teacher education. Tracing the state of media literacy and discussing the ‘critical’ of critical media literacy, this essay highlights that teacher training in critical media literacy will help propel the work of critical media literacy in the United States, will strengthen education and make it more relevant for teachers and students, and will make the work of inclusion of media literacy part of, not an addition to, teachers’ curriculum development and lesson planning.
Partnerships in media literacy education are predominantly found in higher education training programs with an emphasis on digital literacies and teacher education training programs. While this synergistic relationship represents the bulk of school and university programs in media literacy, there are a few innovative programs, which break the mold and focus on community partnerships. Media literacy scholars suggest increased secondary and post‐secondary interfacing to advance the implementation of media literacy in the citizenry in the United States and abroad. With new focus and enhanced awareness, the prospect for stronger partnerships is feasible.
One major obstacle in the full implementation and acceptance of media literacy outside of academic environments and among the general public in Europe is the low levels of media literacy policy. One of the first international policies established relating to media literacy was enacted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) under the Grünwald Declaration of 1982, which calls media literacy a human right and lists the concept as a necessary 21st‐century skill, essential to all media‐consuming individuals. In large response to the Grünwald Declaration and the ever‐growing dependence on digital and media technologies, nations around the world have begun enacting media literacy policies as a measure of governance. In Europe, the European Commission has enacted broad‐based media literacy policies through the Audiovisual Media Services Directive (AVSMD) program, which are designed to encourage member states to adopt regulations and practices designed to protect, enlighten, and empower its citizenry. Each of the 28 EU member nations has begun the process of implementing media literacy through various educational and policy measures. After several years of new policies, member states in Europe are now beginning to realize the impact of these policy measures and some scholars note the absence of sufficiently strong mandates that address diversity and inclusion.
The article considers possibilities of integration of some Media Literacy topics with the Ukrainian Language curriculum topics (the Ukrainian Language is viewed here as an academic discipline for professional direction). Different possibilities of the use of certain Media Literacy topics during the Ukrainian Language classes are analyzed. Efficiency of such integration is investigated. It is proved that due to integration students learn skills that help them to understand and evaluate complex messages they receive from mass media, identify bias, misinformation and lies, and recognize what the media maker wants them to believe or do. Research results show that integration of Media Literacy with the Ukrainian Language as an academic discipline facilitates better understanding of media messages and prevents manipulation of students’ consciousness.
The main purpose of this research, examining media literacy postgraduate studies in Turkey, the USA and Canada to reveal the tendency of them and to contribute to the development of media literacy in Turkey. In this descriptive sampling study, purposive sampling method “criterion sampling” is used. Canada and USA examples have been chosen for this research because they are the leading countries in the field of media literacy. The sample, which can be reached from databases America (N=75), Canada (N=47) and Turkey (N=50) is the postgraduate studies related to media literacy. In the selection of studies it has been applied to the keyword search. The general survey (research approach, sampling, education level, dissertations year) has been conducted primarily related to postgraduate studies. Then in terms of educational sciences and disciplines related to media literacy education has been examined. Finally studies has been examined In the context of media literacy, in terms of media literacy skills and principles. Study results show the state of the scope and trends important to them in their country of postgraduate media literacy. All the findings in this research results have been compared for similarities and differences. This research is important because it sets out the status of postgraduate study in Turkey, similarities and differences within the working area of the leading countries and new areas of work that can be done about then situation. It has been contemplated that researchers who want to do scientific research on media literacy will get help from this research in the selection of subjects.
Тенденции развития светского и теологического медиаобразования в России и за рубежом / А. В. Федоров, А. В. Онкович, А. А. Левицкая / под ред. проф. А. В. Федорова. – Таганрог: Изд-во Таганрог. гос. пед. ин-та
имени А. П. Чехова, 2013. – 308 c.
ISBN 978-5-87976-852-7
В монографии дается анализ процессов светского и религиозного медиаобразования в России и зарубежных странах. Прослеживаются характерные тенденции, связанные с ис-
пользованием педагогами теологической ориентации защитной (протекционистской) теории медиаобразования, предлагаются разработки базовых моделей. В приложениях содержатся
тексты учебных медиаобразовательных программ.
Предназначена для преподавателей, аспирантов, студентов вузов, школьных учителей.
Trends in the development of secular and theological media education in Russia and abroad / A. V. Fedorov, A. V. Onkovich, А. А. Levitskaya. –
Taganrog: Chekhov Taganrog State Pedagogical Institute, 2013. – 308 p.
This book analyzes the processes of secular and religious media education in Russia and
abroad. The authors traced the characteristic trends in the protectionist theological theory of media education, the development of basic models. The appendix contains the text of teaching media
education programs.
The book is intended for university educators, graduate students, university students, school teachers.
Как теория, так и методика медиаобразования в США не могла не воспользоваться опытом знаменитого педагога Джона Дьюи (J.Dewey) (1859-1952). Он был убежден, что «опыт ребенка уже содержит в себе элементы – факты и истины, - аналогичные составляющим учебный предмет, разработанный взрослыми. Еще более важным представляется то, как его опыт наполняется установками, мотивами и интересами, участвующими в развитии и структурировании предмета вплоть до его логического построения» [14, 277-278]. Поэтому учебная программа должна подсказать учителю, что конкретные «возможности, достижения в области истины, красоты и поведения открыты для этих детей. Отныне изо дня в день вы должны создавать подобные условия, чтобы их собственная деятельность неуклонно развивалась в данном направлении – к их самореализации» [14, 291]. Таким образом, очевидно, что Дж.Дьюи выступал против авторитарного подхода в образовании и ратовал за подход творческий, опирающийся на различные виды и формы деятельности учащихся, в значительной степени соответствующие их возможностям и интересам, за развитие критического мышления аудитории (к примеру, в дискуссионных клубах).
В начале 1970-х годов медиаобразование активно развивается в двух ключевых странах Североамериканского континента – США и Канаде. В эти годы медиаобразование в Канаде испытывало определенные трудности. Медиапедагоги страны были лишены государственного финансирования и целенаправленной поддержки. Несмотря на это, в апреле 1978 г. в Торонто была основана Ассоциация медиаграмотности (Association for Media Literacy – AML) под руководством Б. Дункана. Теперь эта организация насчитывает свыше тысячи членов.
Однако начиная с 1980-х годов ситуация резко изменилась. В 1986 г. совместными усилиями Ассоциации медиаграмотности и Министерства образования провинции Онтарио был выпущен солидный учебник по медиаобразованию – «Media Literacy Resource Guide», вскоре переведенный на французский, испанский, итальянский и японский языки. Ассоциация медиаграмотности систематически организовывала учебные курсы для учителей, проводила конференции. С 1987 г. медиаобразование стало составной частью школьного образования в провинции Онтарио, где проживает третья часть 30 милли¬онного населения Канады.
This study explores the need as well as the feasibility of implementing a media literacy cognate at Historically Black Colleges and Universities nationwide. Of the approximately 40 colleges and universities with media studies or communications departments or schools, only three offer a named media literacy course. Similarly, of the communications and media programs with ACEJMC accreditation, only one, Howard University offers a media literacy course. Using diffusion of information theory to explore the knowledge of and eventual adoption of media literacy courses at HBCUs, the study seeks to provide an introduction to schools about their need to teach media literacy to students across the college and university curriculum.
This paper examines preservice teachers’ understandings of critical media literacy as they designed critical media literacy lessons in an initial teacher education language and literacy course for K-6 teachers. The teachers reflected on their initial understandings about social justice, designed several pre-tasks, designed and taught critical media literacy lessons, and then reflected on teaching critical media literacy to elementary school students. The results of this two-year study indicate that while the preservice teachers seemed willing to address social justice issues and they used digital literacies in interesting and engaging ways, some of them faced challenges articulating and focusing their own understandings in media literacy lessons.
This paper examines the effects on academic achievement, scientific process skills and affective domain for elementary students learning the 'Chicken life cycle' through traditional science class versus a smart media based STEAM approach. Students designed and built a hatching jar and created a smart media content for chickens using time-lapse technology. This STEAM program was developed to improve their scientific concepts of animals over nine periods of classes using integrated education methods. The experimental study took place in the third grade of public schools in a province, with the STEAM approach applied in 2 classes (44 students) and the traditional discipline approach implemented in 2 classes (46 students). The STEAM education significantly influenced the improvement of academic achievements, basic scientific process skills and affective domain. The results suggest that this STEAM approach for teaching scientific concepts of animal life cycles has the performance in terms of knowledge, skills and affect gain achievements in elementary school students' learning when compared to a traditional approach. Moreover, the smart media based STEAM program is helpful to lead students to engage in integrated problem-solving designs and learning science and technology.
Aktuelle Konzepte allgemeiner und spezieller Medienkompetenzen werden vor dem Hintergrund ihrer historischen Entwicklung sowie medienwissenschaftlicher, pädagogischer und psychologischer Theorien und Konzepte analysiert. Es wird eine „medienkritische“ und eine „funktional-technologische“ Tradition der Medienkompetenzforschung herausgearbeitet. Die medienkritische Tradition (klassische CVS Programme) orientiert sich am Leitmedium Fernsehen. Die Programme basieren mehrheitlich auf klassischen Medienwirkungstheorien und zielen auf den Abbau von Kultivierungseffekten. Die Teilnehmer sind Teil eines Publikums. Die verschiedenen Trainingselemente haben die Erhöhung einer allgemeinen Medienkompetenz zum Ziel. Einen aktuellen Akzent der Trainings stellt der Bereich „Neue Medien“ dar. Die funktional-technologische Tradition der Medienkompetenzforschung, die sich aus der Schulung technischer Kompetenzen entwickelt hat, befasst sich heute primär mit den Neuen Medien und zielt auf einen kompetenten Mediengebrauch. Pädagogische und psychologische Theorien stehen hier im Vordergrund. Schulungsziel ist der Erwerb Medium-spezifischer Kompetenzen. Das Training ist individuell auf den Nutzer abgestimmt, primär zum Zwecke des Informations- und Wissenstransfers, u. U aber auch mit dem Ziel, das mentale Potential des Nutzers durch den Mediengebrauch zu erhöhen. Jedes Medienkompetenz-Training enthält zu unterschiedlichen Anteilen medienkritische und funktional-technologische Elemente.
Auf der Suche nach Merkmalen für gute Medienkommunikation bei Kindern und Jugendlichen wird in diesem Kapitel ein weiter Bogen geschlagen. Von den aktuellen gesetzgeberischen Initiativen zum Jugendschutz über die Medienkompetenzforschung bis zum medialen Multitasking und zum Mediennutzungsalltag der Kinder und Jugendlichen selbst reicht das Themenspektrum. Die „liberale‘ Medienerziehungspraxis vieler Eltern wird ebenso analysiert wie die angehende Forschung zum Mediennutzungsoptimum und zum Wechselspiel zwischen Mediengenuss und Mediensucht. Unter Zuhilfenahme psychologischer Forschungsansätze insbesondere aus der Entwicklungs-, Kognitions-, Lern-, Emotions- und Motivationspsychologie hat die künftige Wissenschaft von der guten Medienkommunikation optimale Chancen, sich ebenso erfolgreich zu entwickeln und zu relevanten Erkenntnissen zuführen, wie ihr medienkritisches Pendant.
Nowadays different types of media play a very important role in the life of children in the USA. The negative influence of media technologies rapidly grows in spite of its positive effect and great opportunities which they give us. So, formation and development of media education among children is very actual pedagogical problem of many countries. That 's why this article examines the history, theory and methods of media education and media literacy in the USA. The main stages of the development of media education are pointed out and analyzed. Different methodological approaches and models of forming of media education are described. On the basis of scientific work, laws and documents devoted to the development of media education the author gives several definitions of the term 'media education'. Main distinguishes of the concepts 'media education' and 'media literacy' are given in the article. The content and the list of documents which regulate the development of media education, associations and organizations for media education in the USA are presented. Abilities and skills which children should have for using media are defined. Statistics of Pew Research Center about time which children spend with media is given. The article examines several examples of using media educational tasks on different lessons. According to the documents of National Association for Media Literacy Education (NAMLE) principals and aims of media education are defined. The prospects for the development of this problem are shown.
The purpose of the National Leadership Conference on Media Literacy was to shape a national framework for media literacy so that each participating group could demonstrate its own niche and role in achieving common objectives. This report details the approaches and conclusions of the 25 representative leaders of the media literacy movement who met to agree on a definition, vision, and framework for media literacy efforts in the United States. The basic definition spelled out media literacy as the ability of a citizen to access, analyze, and produce information for specific outcomes. In the 2 days of discourse, conference participants saw common ground on a number of issues and endorsed a project in New Mexico as a test site where various groups might work to foster media literacy in the schools and beyond. Task forces were established to look at issues associated with curriculum and teacher training, foster communications among the groups interested in media literacy, and begin to write a prospectus for a Media Literacy Institute. The Institute will bring together the resources for intellectual underpinning, teacher training, and active participation in policy making and events. Appendixes contain: (1) a background paper by J. Francis Davis, "Media Literacy--From Activism to Exploration"; (2) a list of conference participants and organizations; and (3) the Aspen Institute's Communications and Society Program Statement. (SLD)
Media education: An introduction
- M Alvarado
- O Boyd-Barrett
Alvarado, M., & Boyd-Barrett, O. (Eds.). (1992). Media education: An introduction. London: British